Exploring AI Chatbot Affordances in EFL Higher Education: Impacts on Language Proficiency, Usability, Engagement, and Perceived Effectiveness

Abstract

The integration of artificial intelligence (AI) chatbots into English as a Foreign Language (EFL) education represents a transformative shift in language learning methodologies. This mixed-methods study investigates the impact of AI chatbots on the language proficiency, engagement, and motivation of Iranian university students. The findings revealed significant improvements in speaking and vocabulary, attributed to the chat bot’s interactive, low-pressure environment and immediate feedback. However, gains in listening and reading were modest, suggesting limitations in AI’s ability to address culturally nuanced skills. Furthermore, the findings highlighted high usability and engagement, with students praising the chat bot’s availability and gamified exercises. Despite these benefits, challenges such as technical barriers (e.g., connectivity issues), repetitive responses, and ethical concerns (e.g., privacy risks) emerged. Instructors cautioned against overreliance on AI, emphasizing the need for human guidance in fostering critical thinking and creativity. Demographic variations in learning outcomes further underscored the importance of tailoring AI tools to diverse learner backgrounds. A probable conclusion is that while AI chatbots offer significant potential to enhance EFL learning, their integration must be balanced with ethical considerations and human instruction to ensure equitable, effective, and holistic language education. Future research should explore longitudinal impacts, cross-cultural applicability, and hybrid pedagogical models to optimize AI’s role in global language education.